This document outlines the requirements for a multimedia presentation to persuade stakeholders of the importance of supporting comprehension instruction. It instructs the presenter to: - Explain at least two research-based comprehension strategies used by learners and two instructional strategies used by teachers that are effective for grades 4-6. - Explain why these strategies are most effective and support recommendations with research. - Explain how cognitive and affective aspects inform comprehension, supporting the position with research. - Describe a lesson from the week and identify the comprehension strategy and instructional strategy, considering classroom needs. - Differentiate between comprehension strategies and instructional strategies.

1. Create a multimedia presentation to persuade stakeholders (e.g., colleagues, administrators, parents, students) that supporting
comprehension in instruction is important by addressing the following points:
Explain at least two research-based comprehension strategies (used by the learner) and at least twoinstructional strategies (used by
the teacher) that are effective for grade 4–6 literacy learners.
Explain why you think these comprehension strategies and instructional strategies are the most effective to support transitional,
intermediate, and advanced literacy learners. Support your recommendations with the Learning Resources and your research.
Explain how cognitive and affective aspects inform comprehension. Support your position with the Learning Resources and your
research.
Describe the lesson from this week’s Discussion and identify the comprehension strategy and instructional strategy of the lesson.
Include specific considerations to address the needs of students in your classroom.
Differentiate between comprehension strategies students use and instructional strategies you use to teach comprehension.
By Day 7 of Week 3, upload your Multimedia Presentation via the Kaltura Mashup tool accessible through the submission link
provided.
Estimated assignment length: 5- to 8-minute presentation

2. Ray Reutzal (Laureate Education, 2014) notes that there is a
difference between comprehension strategies and instructional
practices that support comprehension.
It is important for teachers to support students comprehension
skill development through effective instructional practices that
enable students to increase their knowledge and ability to apply
comprehension strategies

3. Comprehension Strategies
(Used by the Learner)
• Dr. Lisa Bald (Laureate Education___________) notes that reading is a
meaning-making process that incorporates the reader and the text. Dr. Lisa
Bald (Laureate Education, ____-) also notes that students who can
effectively comprehend text instinctively apply comprehension strategies as
they read. Some examples of comprehension strategies that are used by the
learner are re-reading for meaning, or coming back to a passage multiple
times to deeply understand the text.

4. Metacognition
• Metacognition is awareness and understanding of one's own thought
processes
• Students need to be aware of their thinking and understand how they can
use their thinking to interpret the text.
• Relating to the text and making meaning of the text are both examples of
metacognition
• I would like to specifically look at two comprehension strategioes used by
fourth through sixth grade students; using prior knowledge and questioning

5. Using Prior
Knowledge (Schema)
• Some examples of using schmea include:
• Connecting an event in the story to an event
that occurred previously for the student
• Understaning the characters point of view
through the personal understanding of the
emotions the character is experiencing in the
text
• Relating information learned through
informational text to a previous
understanding of the concept
Using prior knowledge
involves the student
incorporating what the
already know (schema) to
connect to the text.